aam booklet 2014 v5

8/11/2019 AAM Booklet 2014 v5

1/12

2014SUMMERSYMPOSIUMACHIEVING ACADEMIC EXCELLENCEFOR AFRICAN AMERICAN MALE STUDENTS

GUILFORD COUNTY SCHOOLS x GREENSBORO, NORTH CAROLINAMONDAY, JULY 21 - THURSDAY, JULY 24, 2014

8/11/2019 AAM Booklet 2014 v5

2/12

8/11/2019 AAM Booklet 2014 v5

3/12

1

Dear Colleagues

Dear Colleagues,

Achieving educational excellence is the goal for all GCS students, but asa district and as a nation, we have known for some time that the traditionaleducation system is often unsuccessful for African American male students.As a district, were not content to maintain the status quo.

In GCS, we have chosen to focus on two areas where the disparity seemsespecially great early literacy skills and student discipline. In 2011, GCS

launched the Achieving Educational Excellence for African American MaleStudents initiative. Since that time, educators in select GCS schools havebeen working to develop and implement strategies that have shown promisein the nine participating pilot schools. And while we dont yet have all theanswers, we are developing tools, and most importantly, the desire to ndnew ways of teaching and modifying student conduct so that all studentswill succeed.

Im pleased that for the 2014-15 school year, all of our elementary schoolswill focus on making changes that better serve our African American males.To make those changes, teachers must learn new ways of thinking about what

goes on in your classrooms and how you connect with the students you teach.In short, that is why you are here this week.

Thank you for being a part of this effort. Thank you for being open to changeand for being a catalyst for change. I strongly believe that it is within ourpower to improve the academic success for African American male students.I look forward to hearing about the lives you will impact this year and in theyears to come.

Sincerely,

Maurice Mo GreenSuperintendent

8/11/2019 AAM Booklet 2014 v5

4/12

2

Purpose and Rationale for the2014 Achieving Academic Excellence for African AmericanMale Students Symposium

PURPOSEThe 2014 Achieving AcademicExcellence for African AmericanMale Students Symposiumfocuses primarily on culturallyrelevant pedagogy and culturalresponsiveness as a means toimprove African American malestudent achievement in schools. Thissymposium responds explicitly toreading achievement and disciplinedata of ethnic/racial minoritymale students in public schools inGuilford County. These data indicatea signicant number of studentsin this subgroup reading at a levelbelow prociency based on DIBELSmeasures and are disproportionatelysuspended at higher rates thanother subgroups. Reading difcultiesemerge as a contributing variable todiscipline issues for ethnic minoritymales in schools, especially AfricanAmerican males, as early as rstgrade. Data illustrate the educationaloutlook for an ethnic/racial minoritymale is bleak. These learners havebeen traditionally underrepresentedin academically gifted programsand overrepresented in dropoutdata, special education programs,and suspension data (Ford, 1995;Grantham, 2004; Pettit & Western,2004), and many of their strugglesconnect directly to their struggleswith reading comprehension.

RATIONALEBased on DIBELS composite datacollected for K-3 students in GuilfordCounty Schools at the conclusion ofthe 2013-14 academic year, 77% ofstudents had mastered reading skillswhich place them on a trajectoryfor later reading success. However,only 68% of African American maleshad mastered the necessary readingskills needed for later readingsuccess. Further analysis of the Endof Year (EOY) DIBELS compositebenchmark data for African Americanmale students in grades K-3 alsoshows a +4% increase in growth fromthe Beginning of Year (BOY) DIBELScomposite.

As a part of the RttT-D sub grant Achieving Academic Excellencefor African American males, sixelementary schools were chosento serve as literacy pilot schools.The schools include Allen Jay,Fairview, Irving Park, MontlieuAcademy of Technology, Peck, andSedgeeld. In grades K-3, the pilotschools showed an average increaseof +12% from the BOY DIBELS

composite for their African Americanmale students.

Data collected on studentmisbehavior in North Carolina publicschools and across the countryhas shown a very persistent andpervasive gap in the suspension

rates and lost school days forAfrican-American male studentsas compared to all other studentethnicity/gender groups. Thistrend also exists in Guilford CountySchools (GCS). As reported by theDiversity Ofce in 2012-13, AfricanAmerican males missed a total of17,867 instructional days due toout-of-school suspensions. AfricanAmerican males represent 20% ofstudents enrolled in GCS, yet accountfor more than 50% of the out-of-school suspensions. In 2012-2013,the total out-of-school suspensionswere 5,516. Of this total number 54 ofthe suspensions were kindergartenstudents. Out of the 54 kindergartenstudents suspended, 41 of them wereAfrican American and 34 of the 41were African American males.

African American male students arereceiving a disproportionate numberof out-of-school suspensions,which amounts to a signicantloss of instructional time. Thus,the districts suspension rate is amajor contributing factor to theachievement gap for this subgroupof learners. Research suggeststhat strategies such as providingculturally relevant pedagogy,addressing staff bias and preparingteachers to effectively instructAfrican American males are effectivestrategies in addressing thesenegative trends.

8/11/2019 AAM Booklet 2014 v5

5/12

3

2014 Achieving Academic Excellence forAfrican American Male Students Symposium Objectives and Goals

This symposium supports the visionof the Guilford County SchoolsStrategic Plan by striving toaccomplish the following objectives:

1. Utilize students culturalbackground to raise achievementand create a culturallyrelevant and unbiased learning

environment.2. Critically reect on instructional

beliefs and practices as theyrelate to African Americanachievement.

3. Implement culturally relevantresearch based practices that willpositively impact African Americanstudent achievement.

4. Reduce disparities in equity

of access to rigorous content,high quality instruction, enrichedlearning opportunities andco-curricular activities.

5. Identify and retain AfricanAmerican male students in giftedand talented programs.

This symposium is designed toenhance and sharpen educatorsknowledge and abilities to utilize

principles of culturally responsiveinstruction as a means to engageall students in the instructionalprocess. Thus, the symposiumwill focus intentionally on severalaspects of culturally responsiveinstruction including (1) developing acommon language around culturallyresponsive teaching, (2) integratingculturally responsive strategiesproven to engage male students

instruction, (3) recognizing giftednessin African American male studentsin order to identify and retain thesestudents in gifted and talentedprograms, and (4) implementingculturally responsive disciplinepractices in order to reduce loss ofinstructional time.

The overall goal for the AfricanAmerican Male Achievement Projectis to increase the number of AfricanAmerican male students reading inthe Benchmark category using theBOY assessment measured againstthe End of Year DIBELS assessmentand to decrease the suspension rateof African American male studentsby June 2016.

To achieve this goal, the symposiumis designed to immerse teachersin cultural understandings aboutAfrican American male studentsthat will inuence their instructionaldecision making.

This goal is supported throughthe vision of the following GuilfordCounty Schools Strategic Plan goals:

Area I: Personalized Learning:I.K. Reduce gaps and disparitiesin performance between targetedsubgroups on identied measures.

Excellence and Equity:

I.6 Reduce disparities in equity ofaccess to rigorous content, highquality instruction, enriched learningopportunities and co-curricularactivities.

I.7 Provide a culturally relevant andunbiased learning environment.

Early Intervention and MultipleSupports

I.34 Pilot, evaluate, and scale upstrategies that improve African-American Male Achievement.

Area II: Character, Service andSafety:

Student Behavior and Discipline

II.F Decrease the number of out-of-school suspensions related tonon-compliance (Rule No. 6) anddiscourteous acts (Rule No. 8) inthe Student Code of Conduct by 10percent as measured by the annualsuspension report. (2012 baseline:

4,213 out of school suspensions(OSSs) related to Rules No. 6 and 8.)2016 measure: 3,792 OSSs related toRules No. 6 and 8.

II.G Decrease the number of overallout-of-school suspensions by 10percent.

II.10 Expand the AchievingEducational Excellence for AfricanAmerican Male Students Discipline

pilot. Continue support and monitorthe discipline pilot to identify effectivepractices that can be expandeddistrict-wide and that will include allsite-based administrators.

8/11/2019 AAM Booklet 2014 v5

6/12

4

Culturally Responsive Teaching

Acknowledges the legitimacy ofthe cultural heritages of differentethnic groups, both as legaciesthat affect students dispositions,attitudes, and approaches tolearning and as worthy contentto be taught in the formalcurriculum.

Builds bridges of meaningfulnessbetween home and schoolexperiences as well as betweenacademic abstractions and livedsociocultural realities.

Uses a wide variety ofinstructional strategies that areconnected to different learningstyles.

Teaches students to know and

praise their own and each otherscultural heritages.

Incorporates multiculturalinformation, resources, andmaterials in all the subjects andskills routinely taught in schools(p. 29).

Using these characteristics toimprove culturally responsiveteaching would involveconsiderations to the classroomenvironment. Literature in theclassroom would reect multipleethnic perspectives and literarygenres. Math instruction wouldincorporate everyday-life concepts,

such as economics, employment,consumer habits, of various ethnicgroups. In order to teach to thedifferent learning styles of students,activities would reect a varietyof sensory opportunities-visual,auditory, tactile (Gay, 2000).

Culturally Responsive Teaching.Culturally Responsive Teaching. N.p.,n.d. Web. 08 June 2014.

Geneva Gay (2000) denesculturally responsiveteaching as using the culturalknowledge, prior experiences,and performance styles ofdiverse students to makelearning more appropriate and

effective for them; it teaches toand through the strengths ofthese students. Gay (2000) alsodescribes culturally responsiveteaching as having thesecharacteristics:

8/11/2019 AAM Booklet 2014 v5

7/12

5

Achieving Academic Excellencefor African American Male StudentsSUMMER SYMPOSIUM SCHEDULE

MONDAY, JULY 21 - THURSDAY, JULY 24, 20148:00 AM 4:00 PM

7:45 - 8:30 Registration

8:30 - 9:50 Session 1 (Concurrent)

GROUP AMaking the Connection:The Role of Culture, Raceand Relationships inDisciplinary Outcomes

Dr. Cayce McCamish &Ms. Sherry Rogowski, Ed.S.

GROUP BCulturally ResponsivePedagogy

Dr. Geneva Gay

GROUP CEmpowering AfricanAmerican Males to Succeed

Mr. Mychal Wynn

GROUP DRecognizing Giftednessin UnderrepresentedPopulations

Mrs. Dibrelle Tourret &Mr. Eric Hines

9:50 - 10:05 Break


GROUP ACulturally ResponsivePedagogy

Dr. Geneva Gay

GROUP BEmpowering AfricanAmerican Males to Succeed

Mr. Mychal Wynn

GROUP CRecognizing Giftednessin UnderrepresentedPopulations


GROUP DMaking the Connection:The Role of Culture, Raceand Relationships inDisciplinary Outcomes

Dr. Cayce McCamish &

Ms. Sherry Rogowski, Ed.S.11:25 - 1:00 Lunch


GROUP AEmpowering AfricanAmerican Males to Succeed

Mr. Mychal Wynn

GROUP BRecognizing Giftednessin UnderrepresentedPopulations


GROUP CMaking the Connection:The Role of Culture, Raceand Relationships inDisciplinary Outcomes


GROUP DCulturally ResponsivePedagogy

Dr. Geneva Gay

2:15 - 2:30 Break


GROUP ARecognizing Giftednessin UnderrepresentedPopulations


GROUP BMaking the Connection:The Role of Culture, Raceand Relationships inDisciplinary Outcomes


GROUP CCulturally ResponsivePedagogy

Dr. Geneva Gay

GROUP DEmpowering AfricanAmerican Males to Succeed

Mr. Mychal Wynn

3:50 - 4:00 Wrap-Up

8/11/2019 AAM Booklet 2014 v5

8/12

6

Dr. Geneva Gay is Professor of Education at theUniversity of Washington- Seattle where sheTeaches multicultural education and Generalcurriculum theory. She is the recipient of the

Distinguished Scholar Award, presented by theCommittee on the Role and Status of Minoritiesin Educational Research and Development of the AmericanEducational Research Association; the rst MulticulturalEducator Award presented by the National Association ofMulticultural Education; the 2004 W.E.B. Du Bois DistinguishedLecturer Award presented by the Special Interest Group onResearch Focus on Black Education of the American EducationalResearch Association; and the 2006 Mary Anne Raywid Award forDistinguished Scholarship in the Field of Education, presentedby the Society of Professors of Education. She is nationallyand internationally known for her scholarship in multiculturaleducation, particularly as it relates to curriculum design, staffdevelopment, classroom instruction, and intersections of culture,race, ethnicity, teaching, and learning.

Dr. Gays writings include numerous articles and book chapters,including A Synthesis of Scholarship in Multicultural Education ;the co-editorship of Expressively Black: The Cultural Basisof Ethnic Identity (Praeger, 1987); author of At the Essence ofLearning: Multicultural Education (Kappa Delta Pi, 1994), andCulturally Responsive Teaching: Theory, Practice, & Research(Teachers College Press, 2000); and editor of BecomingMulticultural Educators: Personal Journey Toward ProfessionalAgency (Jossey-Bass, 2003). Culturally Responsive Teachingreceived the 2001 Outstanding Writing Award from the AmericanAssociation of Colleges for Teacher Education (AACTE). She

also is a member of the authorship team of the Scott ForesmanNew Elementary Social Studies Series. Her professional serviceincludes membership on several national editorial review andadvisory boards. International consultations on multiculturaleducation have taken her to Canada, Brazil, Taiwan, Finland,Japan, England, Scotland, and Australia.

Mychal Wynn was born into rural poverty in PikeCounty, Alabama during the year of MontgomeryBus Boycott. At just six months of age Mr. Wynnwas given up for adoption and raised in urbanpoverty on the south side of Chicago. A low-performing student throughout elementary

and middle school, Mr. Wynn beat the odds to survive the gangsand despair of poverty to graduate with honors from BostonsNortheastern University as his familys rst college graduate.

Mr. Wynns lifes journey has given him unique insight intothe complex challenges and solutions to increasing studentachievement and widening the primary to postsecondary pipelineto college.

Mr. Wynn has taught middle school students and adult learnersat the U.S. Department of Labor. Mr. Wynn currently providesstaff development, parenting workshops, and college planningseminars for students at schools and school districts throughout

the United States, Caribbean, and Bermuda. His dual role as theChief Executive Ofcer of The Foundation for Ensuring Accessand Equity and Co-chairperson of the Education Ministry atTurner Chapel AME Church in Marietta, Georgia has allowedhim and his wife to create a nonprot-faith based partnershipas a national model for increasing African-American studentachievement. By coordinating the volunteer efforts of parents,teachers, administrators, tutors, and mentors, his Black StudentAchievement Initiative has led to students achieving perfect SATscores and admission to some of the countrys most competitivecolleges and universities. This ground breaking program engagesstudents in local and national test preparation in grades 3through 12, publicly recognizes scholarly achievement, providescollege scholarships, and contributed to increased African-American student achievement in 8 Georgia public schooldistricts.

Mr. Wynn serves on the Board of Directors of the national Councilfor the Education of Black Children and has served as a Scholar-in-Residence for the National Alliance of Black School Educators.Mr. Wynn has received national and international recognitionwith keys to the city, a proclamation from the U.S. Congress, andvarious community service awards for his work in increasingstudent achievement, parent involvement, and widening thecollege pathway for students from traditionally underservedstudent groups.

Mr. Wynn is the author of 25 published works with, The Eagleswho Thought They were Chickens, Ten Steps to Helping YourChild Succeed in School, and College Planning for High SchoolStudents having been translated into Spanish. Mr. Wynn is aliving testimony to his belief, Where you come from, does notdetermine where you are going, only where you begin.

Dr. Cayce McCamish is a licensed schoolpsychologist trained by the University ofKentucky and applied that training as theBehavior Specialist for Mooresville GradedSchool District for three years. She served as

the Regional Positive Behavior Intervention &Support Coordinator for fteen school districts in the Region5 of North Carolina for seven years. Currently, she serves asthe Data and Evaluation Consultant for the Behavior SupportSection of the North Carolina Department of Public Instruction.She completed her Ph.D. in the Education Leadership andCultural Foundations Program at the University of North Carolinaat Greensboro in December 2012. Her dissertation exploreddisciplinary disproportionality through the lens of color-blindracism. Since that time, she has engaged in team-basedproblem-solving focusing on responses to the underlying factorscontributing to disciplinary disproportionality at the school

Bios of Guest Presenters and Speakers

8/11/2019 AAM Booklet 2014 v5

9/12

7

and district level. She is particularly interested in connectingresearch and data to practical decision-making within schools,understanding the complexity of student behavioral challenges,disciplinary disproportionality, and creating school communities

that value and appreciate diversity.

Sherry Rogowski earned an M.Ed. and Ed.S.from James Madison University in SchoolPsychology. She has worked as a schoolpsychologist for 25 years, specializing inprogram development and training for schoolstaff that help the school building leaders plan

for and lead the implementation of practices that result in aneffective school climate and culture for learning for all students.She also specializes in supporting teachers with classroommanagement through training and coaching and is certied as

a CHAMPS: A Proactive and Positive Approach to ClassroomManagement and Coaching Classroom Management trainerthrough Safe and Civil Schools. As the Coordinator for PositiveBehavior Intervention and Support (PBIS) for Guilford CountySchools, she has coordinated the efforts of 66 elementary, middleand high schools teams who are supported by 31 PBIS coaches(school psychologists and behavior support teachers) since the2000-2001 school year.

Mr. Eric Hines Mr. Eric Hines is a native ofReidsville, North Carolina and is married with5 children. Eric Hines has been an educator for23 years while coaching basketball, football,and track and eld. Eric Hines is the Director ofEquity and Inclusion for Guilford County Schools.

He is an author and professional recording artist. Eric Hineshas presented at national conferences on the topics of racial justice and providing equity for the success of African Americanmales. In 2005, Eric entered the eld of school administration asAssistant Principal at T. Wingate Andrews High School. In 2008,Eric became the principal of the Middle College at North CarolinaAgricultural and Technical State University. During his tenure,the Middle College became a school of excellence and NationalBlue Ribbon School producing consecutive graduation rates of100% and university acceptance of 100%. Eric Hines received his

BA degree from North Carolina Central University and a Mastersin School Administration from the University of North Carolina atGreensboro.

Dibrelle Tourret graduated from DavidsonCollege with a degree in French which led her tospend more than 10 years in France working asa French and English teacher and interpreter. In

2002, she moved back to the United States withher French husband and children and accepteda French teaching position at Grimsley High School which sheheld for 10 years before moving to the districts AcademicallyGifted department. During her time at Grimsley, she also servedas the Advanced Placement and International BaccalaureateCoordinator. She is currently the Executive Director forAcademically Gifted with Guilford County Schools, a positionwhich encompasses gifted services K-12, including AP and IB.She is also involved with other college readiness pieces such asSAT, ACT, PLAN, EXPLORE and PSAT.

ACKNOWLEDGEMENTS:Members of the Early Literacy Subcommittee realize that this eventwould not have been possible if not for the professional contributionsof various individuals, businesses, and organizations. The Committeeextends its sincere gratitude and appreciation to the following:

Northern High SchoolGuilford County Board of EducationCarlton RobersonDanilos Grill & CateringFrogs Toadly Good EatsPita DeliteL&L Kirk-Classic Cookout

8/11/2019 AAM Booklet 2014 v5

10/12

8

Notes

8/11/2019 AAM Booklet 2014 v5

11/12

9

Notes

8/11/2019 AAM Booklet 2014 v5

12/12

10

GUILFORD COUNTY SCHOOLSx 712 NORTH EUGENE STREET x GREENSBORO, NC 27401x 336.370.3200 x www.gcsnc.com

In compliance with federal laws, Guilford County Schools administers all educational programs, employment activities and admissions without discrimination because of race, religion,national or ethnic origin, color, age, military service, disability or gender, except where exemption is appropriate and allowed by law. Refer to the Board of Educations Discrimination FreeEnvironment Policy AC for a complete statement. Inquiries or complaints should be directed to the Guilford County Schools Compliance Ofcer, 120 Franklin Boulevard, Greensboro, NC27401; 336.370.2323.

All Guilford County Schools facilities, both educational and athletic, are tobacco-free learning environments. 2012 Guilford County Schools, 712 North Eugene Street, Greensboro, NC 27401

BOARD OF EDUCATION

SYMPOSIUMPLANNING COMMITTEEDr. Beth FolgerChief Academic Ofcer and

Project SponsorGuilford County Schools

Dr. Jocelyn BecoatsChief Curriculum andOrganizational Development OfcerSubcommittee Co-ChairpersonGuilford County Schools

Gwen WillisChief Student Services OfcerSubcommittee Co-ChairpersonGuilford County Schools

Dr. Whitney OakleyExecutive Director, PK-5 Curriculum

and InstructionGuilford County SchoolsSubcommittee Co-Chairperson

Monica F. WalkerDiversity OfcerProject ManagerGuilford County Schools

Eric HinesDirector of Equity and InclusionGuilford County Schools

Efe McMillianAfrican-American Early LiteracyCoordinator

Guilford County Schools

DISTRICT 1

J. Carlvena FosterE [email protected] (336) 434-4072F (336) 886-3341

DISTRICT 2

Ed PriceE [email protected] (336) 878-7575F (336) 812-3164

DISTRICT 3

Darlene GarrettE [email protected] (336) 643-6070F (336) 643-5477

DISTRICT 4

Alan W. Duncan, ChairmanE [email protected] (336) 645-3320F (336) 378-5400

DISTRICT 5

Linda WelbornE [email protected] (336) 601-5440

DISTRICT 6

Jeff BeltonE [email protected] (336) 299-8805

DISTRICT 7

Rebecca M. BufngtonE [email protected] (336) 545-1103

DISTRICT 8

Deena A. HayesE [email protected] (336) 272-9290F (336) 272-9290

DISTRICT 9

Amos L. Quick, III,Vice-ChairmanE [email protected] (336) 882-8543 x 204

AT LARGE: ALL SCHOOLS

Dr. Sandra AlexanderE [email protected] (336) 790-4654F (336) 697-8155

AT LARGE: ALL SCHOOLS

Dr. Nancy R. RouthE [email protected] (336) 674-7083F (336) 674-1245

aam booklet 2014 v5

Documents